Causes of Stress Affecting Teachers' Well-being in Public Secondary Schools in Nzega District-Tabora, Tanzania

Abstract

This study examined the causes of stress affecting teachers’ well-being in public secondary schools. Recognizing the serious impact of teacher stress on educational outcomes, this research aimed to identify specific stressors and evaluate the effectiveness of existing stress management practices. A mixed-methods approach with a convergent parallel design was employed to gather both quantitative and qualitative data simultaneously. The study involved 100 participants, including teachers and school administrators, using structured questionnaires and semi-structured interviews for data collection. Quantitative data were analyzed using descriptive statistics, while qualitative responses were reviewed for key themes to capture detailed information. To ensure validity, a pilot test was conducted to refine questionnaire items and test-retest reliability with a score of 0.71 confirmed consistency over time. Ethical standards were upheld throughout the study, with informed consent obtained from all participants and strict confidentiality maintained. Findings revealed that, key stressors included high loan interest rates, inadequate resources, overcrowded classrooms, challenging student behavior, low salaries, and high parental expectations. These factors negatively affected teachers’ mental health, job satisfaction, and productivity. Effective stress management practices identified included peer support, counseling services, mindfulness exercises, and fostering self-efficacy, though challenges such as limited resources, insufficient training, lack of collaborative support, and resistance to change were noted as barriers to their implementation. The study recommended strategies to improve teachers’ well-being, including flexible work arrangements, reducing administrative burdens, organizing stress management workshops, and enhancing time management. Additionally, regular evaluations of teachers’ stress levels and ongoing adjustments to stress management programs were advised to ensure they remained relevant and effective.